#Decolonial E nlightenment and Education

Abstract

This article provides a few brief, historicisable perspectives on what we may call the Truth, or Knowledge, of the Decolonial in the history of thought in South Africa. It explores what we may mean when we talk of the Colonial and the Decolonial, their Truth(s) and Knowledge(s), as well as how we could contribute to the continuous developing of the Decolonial through research, and research-led teaching and learning. Referencing Scott's notion of 'hidden transcript', I provide a few pointers as to how to engage such references to the beginnings, and roots of the Decolonial in our context. I also provide a few conceptual perspectives on how to view history in Africa, from the vantage point of this approach, how to focus our research especially on thought-asresistance, and the imperative to engage the digitally globalizing world. Finally, I provide a few perspectives on my notion of #decolonialenlightenment, and the significance of the quotation at the beginning of this article. Originally a paper that was invited to the plenary on 'Conceptualising Decolonisation and Africanisation' at the Zululand Humanities and Social Sciences Conference, 18-20 October 2017, the article intends to open up (further), and contribute to the continuous developing intellectual space for decolonial thought and knowledge production in the Arts and Humanities. These must be positioned within the broader framework of the educational transformation processes South Africa has engaged and gone through, since the first education White Papers and related educational decisions and directives were released and implemented since 1995/ 1996. I shall therefore front my argument with a brief overview focused on this matter.